ELEMENTARY – GRADE 6 Week of April 27, 2020

English Language Arts • Elementary – Grade 6

2

Zoo: Exploring Opinions Information for students • Anthony Browne is a children’s author and illustrator who loves to include surprising details in

his books. • Listen to the read-aloud of the book Zoo by Anthony Browne at https://youtu.be/T07u0AggVsg

and consider the big ideas presented. • Use the attached graphic organizer for opinion writing to help you get your thoughts down on

paper. • Write your opinion about zoos. Are you for or against them? Do you think zoos should be

abolished, or are they good for entertainment and conservation of endangered animals?

Materials required • Device with Internet access • Paper, writing and drawing materials • Graphic organizer from Scholastic.com to help with opinion writing

(https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/oreo_writing_planner_colored_blue_1.pdf)

Information for parents

• Watch the video of the book Zoo by Anthony Browne being read out loud with your child. • Discuss the book with your child. What big ideas could the author be sharing about families,

zoos or society? • Give your child verbal examples of stating an opinion and backing it up with reasonable

arguments and facts. • Discuss the arguments for and against zoos with your child. • Student should pick a side and write their opinion piece on this issue using one or two

arguments to back up their opinion. (Note that they do not have to agree with this position to write a quality opinion piece.)

French as a Second Language (Regular) • Elementary • Grade 6

Pourquoi on est accros aux écrans? Consigne à l’élève ● Clique sur le lien suivant https://squat.telequebec.tv/videos/10508 pour visionner la

vidéo “Pourquoi on est accros aux écrans?" ● Visionne la vidéo. N’oublie pas que tu peux activer les sous-titres et réécouter la

vidéo quelques fois pour mieux comprendre. ● Es-tu d’accord avec ce qui est présenté dans cette vidéo? Pourquoi? Et toi, es-tu

accro aux écrans? Parles-en à quelqu’un, écris un court texte ou réponds aux questions de l’annexe.

Tu veux aller plus loin? Crée une vidéo pour exprimer ton opinion !

Matériel requis ● Appareil électronique. ● Internet. ● Feuille mobile ou annexe. ● Crayon.

Information for parents This activity will help your child complete the following Missions FLS: “Je regarde une vidéo, un film ou une émission en français” and “Je parle en français avec un membre de ma famille.”

About this activity

During this activity, children should: ● understand a written text as well as the listening component ● summarize what they understand in writing ● express and justify their opinion

Parents could: ● prompt children to express themselves in French

French as a Second Language (Regular)• Elementary – Grade 6

4

Annexe Pourquoi on est accros aux écrans?

Photo : Capture d’écran, plateforme Squat de Télé-Québec

Pourquoi l’animateur dit-il que les écrans, c’est comme un sac de chips? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Es-tu d’accord avec ce qui est présenté dans cette vidéo? Pourquoi? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Explique en citant quelques exemples :

1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Et toi, es-tu accro aux écrans?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

French as a Second Language (Regular)• Elementary – Grade 6

5

_______________________________________________________________________________________________________________

French as a Second Language (Immersion)• Elementary – Grade 6

6

Les oiseaux du Québec Cette semaine tu découvriras les oiseaux du Québec. Tu apprendras quelques anecdotes à leur sujet, mais surtout les noms des oiseaux du Québec en français.

Consigne à l’élève • D’abord, regarde les planches d’observation. • Lis les descriptions en surlignant ce qui te surprend ou t’amuse. • Commence un carnet d’observation des oiseaux. Prends quelques minutes chaque jour pour

observer les oiseaux autour de chez toi. Note le nom de ceux que tu vois, la date et la place de ton observation. Apporte les planches illustrées avec toi pour mieux identifier les oiseaux que tu verras.

• Partage tes observations avec tes amis ou ta famille. • Je t’invite à visiter le site https://quebecoiseaux.org/index.php/fr/. Tu y trouveras tout le

programme d’observation des oiseaux à la maison, des images à colorier, d’autres illustrations pour identification et bien plus.

Materials required • Device with printer and internet access • Notebook

Information for parents

• If possible, print the illustrations included. • Read the instructions to your child, if necessary. • Enjoy bird watching with your child.

French as a Second Language (Immersion)• Elementary – Grade 6

7

French as a Second Language (Immersion)• Elementary – Grade 6

8

French as a Second Language (Immersion)• Elementary – Grade 6

9

French as a Second Language (Immersion)• Elementary – Grade 6

10

Source: https://quebecoiseaux.org/index.php/fr/

Mathematics • Elementary – Grade 6

11

Two Truths and Two Lies Information for students The broken-line graph in Appendix A shows the distance that Amelie biked on Sunday. She went for a long bike ride and took breaks along the way. There are four statements about the broken-line graph. Two of the statements are true, and two of the statements are false. Using the information shown in the broken-line graph, determine which statements are true and which statements are false. Once you find the statements that are false, re-write those statements so that they become true. Four Statements:

Amelie took 3 breaks during her bike ride, and her longest break lasted 15 minutes.

TRUE

FALSE

Between her first and second break, Amelie rode her bike for 20 km.

TRUE

FALSE

Amelie rode her bike for a total of 2 hours and 20 minutes, which does not include her breaks.

TRUE

FALSE

After her last break, Amelie rode 28 km in 30 minutes. TRUE

FALSE

Materials required • Paper and pencil

Information for parents

• Read the instructions to your child, if necessary, and explain to them what they must do. The solutions for the activity can be found in Appendix B.

Mathematics • Elementary – Grade 6

12

• Extension Activity: When your child is done, they can use the same broken-line graph to write four new statements, making two of the statements true and two of the statements false. They can share their statements with a family member to test them out.

Mathematics • Elementary – Grade 6

13

Appendix A: Broken-Line Graph for Amelie’s Bike ride

0

10

20

30

40

50

60

70

80

0 20 40 60 80 100 120 140 160 180

Dis

tanc

e (k

m)

Time (minutes)

Distance Amelie Travelled During Her Bike Ride on Sunday

Mathematics • Elementary – Grade 6

14

Appendix B: Solutions

Amelie took 3 breaks during her bike ride, and her longest break lasted 15 minutes.

TRUE

FALSE

Between her first and second break, Amelie rode her bike for 20 18 km.

TRUE

FALSE

Amelie rode her bike for a total of 2 hours and 20 minutes, which does not include her breaks.

TRUE

FALSE

After her last break, Amelie rode 28 km in 30 35 minutes. TRUE

FALSE

Science and Technology • Elementary – Grade 6

15

The Importance of Plants

Materials required • One piece of paper, a pencil, and a green colouring pencil (or marker) • Materials for the investigation (see below) • Device with Internet access (optional)

Information for students Ask yourself: • Are plants important to human life? Explain. • How do animals (that includes you!) get the energy they need to grow? • Do plants and animals get energy in the same way?

Did you know? • Photosynthesis is the process through which plants make their own food (called glucose) • During photosynthesis, plants absorb carbon dioxide, water, and sunlight. With these

ingredients, they make a sugar called glucose and oxygen:

carbon dioxide + water + sunlight glucose + oxygen • Video: Photosynthesis: Blinded by the Light

Based on the information above, answer these questions:

• Can photosynthesis occur all day long (24 hours)? Explain. • Can you explain why plants are essential to human life? (Use the photosynthesis equation

above to give your explanation) (Hint: There are two reasons.) • Photosynthesis most resembles which type of change in matter? Explain. • A rusting bicycle • Melting chocolate • Adding sugar to water

Time to Investigate

Materials required: • A large glass bowl or large glass jar • Lukewarm water • A leaf from a plant (Please ask your parent’s permission before you remove a leaf from an

indoor or outdoor plant.) Very important: You must pick the leaf from a living plant. • A very small weight (pebble, dime, etc.)

Science and Technology • Elementary – Grade 6

16

STEPS:

1. Fill a large glass bowl (or glass jar) with lukewarm water. 2. Go outside to find a leaf or take one from an indoor plant. Remember to ask an adult first.

Your leaf must come from a living plant. 3. Place the leaf in the container of water. 4. Put a small rock (or coin) on top of the leaf to fully submerge it in the water.

a. Observe what happens. Use your paper and pencils to draw what you see. Write the title “BEFORE” on this drawing.

b. Write down what you think will happen. This will be your hypothesis. 5. Place the bowl outside in the sun or in a sunny area inside your home. Leave the bowl in

the sunny area for at least two hours. 6. Return after two hours and observe both the leaf and the sides of the bowl where the bowl

touches the water. a. Observe and draw what you see. Write the title “AFTER” on the drawing. b. What do you notice on the leaf? At the sides of the bowl? c. Using the information you were given at the beginning, can you explain how this

happened? d. Think of what a forest can offer all living things. Why is deforestation a concern for

all of us?

Information for parents

Your child MAY need help with the following: • Reading the questions and information • Gathering materials for the experiment • Finding and cutting a leaf Discussing the questions with your child will help them to develop their ability to communicate using scientific language and to explain a point of view or hypothesis.

Physical and Health Education • Elementary – Grade 6

17

Learn About the Components of Physical Fitness and Get Moving! Information for students

Activity 1: ● Look at the following document and/or video to learn about the components of physical

fitness: ● Document: Components of physical fitness ● Video: The 5 Components of Health-Related Fitness ● What did you learn about physical fitness by watching the video? What can you do to improve

your own fitness? Can you name or show some movements that explain the various components of physical fitness?

● Discuss what you learned about physical fitness with a member of your family.

Activity 2: ● Try out the workout suggested in the following document:

○ Activity 2: Exploring movements with a ball

● Invite a member of your family to do the workout with you. ● Associate each movement you did with a component of physical fitness.

Physical and Health Education • Elementary – Grade 6

18

Materials required ● Device with Internet access (for Activity 1) ● Ball (for Activity 2)

Information for parents

About the activity Children should: ● learn about the essential components of physical fitness and how to improve their own

fitness ● carry out physical activities related to the components they learned about

Parents could: ● ask questions about what their child has learned about the components of physical fitness ● discuss the importance physical fitness with their child ● participate in the workout together with their child

ARTS • Elementary – Grade 6

19

Blocking and Direction of Gaze Information for students • This lesson is about learning techniques for optimal dramatic communication. After learning

practical techniques on how to invent and interpret a dramatic character with body expressions, get ready to direct your character in a performance space. You’ll see that it’s like choreography or even coding!

Materials required • Device with Internet access for watching drama instructor Mr. Doyon’s course

In English: https://youtu.be/VrwW9xn7zeQ En français: https://youtu.be/KUd_A9dyNU0 Journal:https://drive.google.com/file/d/1UrJpafS1L4R6TBCihb48aGL6lcLTQ3hl/view?usp=sharing Some space to move around

Information for parents

• Give your child some space to work and some privacy when requested. • Encourage your child and offer, without insisting, periodic feedback on the process. Feel

free to join if your child requests.

o The video is offered in both French and English. It is highly recommended to watch both versions, especially if your child is significantly weaker in one of languages. Seeing the physical communication helps clarify the meaning. The video can be watched as often as necessary.

• Once the activity is finished, encourage your child to share their artistic choices, challenges and successes. Please ensure that the subject-specific vocabulary is used during your conversation. You can find the vocabulary in the video and in the PDF.

• If the student has not completed the first activity, use the following resources:

In English: https://youtu.be/VrwW9xn7zeQ En français: https://youtu.be/KUd_A9dyNU0 Journal:https://drive.google.com/file/d/1UrJpafS1L4R6TBCihb48aGL6lcLTQ3hl/view?usp=sharing

Ethics and Religious Culture • Elementary – Grade 6

20

Special Days Information for students Find a calendar in your house. Does it mention all the celebrations for April and May found on this list: https://drive.google.com/open?id=1t43MHI3soBzAMxR5eVF0JnvbrbTdAceo? Add the ones that are missing to your calendar. Take special note of the ones you don’t know much about! You could also print out this blank calendar and add in all the special days found on the list for April and May: https://drive.google.com/a/emsb.qc.ca/file/d/1Dh2yCgfw1FwU-deTbPVw392qgUjJDE0b/view?usp=sharing. Add in other days that are special to you as well. Decorate the special days with symbols or drawings!

Materials required • Device with Internet access • Printer (optional) • Paper, writing and drawing materials

Information for parents

• Visit the following web page for a more complete list of celebrations: https://www.mcgill.ca/importantdates/holy-days-0

Ask your child if they are familiar with any of the other celebrations

Geography, History and Citizenship Education • Elementary – Grade 6

Natural Resources - Forests Information for students Part A – Benefits of Trees and Forests

1) Did you know that forests cover almost one third of the

Earth’s land? They provide many things, including wood, paper, and fresh air. What other types of things can trees provide to a community? Use the table below to help you. Hint: Think of all the parts of a tree!

Food Products Recreational Activities Environmental

Benefits

2) What can be done to help sustain this natural resource? Identify three possibilities:

Geography, History and Citizenship Education • Elementary – Grade 6

Part B – The Forest Industry at the Beginning of the 20th Century The forest industry has played a major part of Quebec’s history for over 200 years! In the early 20th century, logs would be floated downriver from the forests to sawmills and pulp mills. The people who guided the logs worked in teams and were called log drivers. Watch the National Film Board video, The Log Driver’s Waltz, to see them in action.

1) What skills would a log driver need to stay standing? (Use the video and song lyrics as clues.)

a. _______________________________________________

b. ________________________________________________

c. ________________________________________________

2) Draw a picture of a log driver guiding logs and include a caption describing what they’re

doing:

Geography, History and Citizenship Education • Elementary – Grade 6

Materials required Useful resources, depending on personal preferences and availability:

● device with Internet access ● writing and drawing materials (paper, pencil, etc.)

Information for parents

● Read the instructions to your child, if necessary. ● Have a discussion with your child to help brainstorm ideas in Part A. ● Encourage your child to talk about their picture with you after they’ve completed the activity.